Abstract
This study investigates the effectiveness of Project-Based Learning (PBL) in enhancing communicative competence and promoting autonomous learning among English as a Second Language (ESL) learners in Kazakhstan. Despite being a core goal in ESL education, communicative competence remains challenging to develop, particularly in contexts with limited learner autonomy. To address this, the research integrates PBL into independent study practices across five Kazakhstani universities. A mixed-methods approach was employed, combining literature review, cross-institutional case studies, and empirical data from pre-intermediate ESL students. The study focused on evaluating improvements in speaking, listening, and self-directed learning behaviors as a result of sustained PBL implementation. Results indicate that PBL led to a marked improvement in practical communication skills, particularly in oral fluency and active listening, while also fostering effective independent learning strategies. However, challenges such as inconsistent learner motivation and varying instructor preparedness were observed. The findings underscore PBL’s transformative potential in fostering learner-centered, real-world engagement in ESL settings. This research provides a practical framework for integrating PBL into ESL curricula, offering insights for educators, curriculum designers, and policymakers aiming to innovate and improve language instruction outcomes.